Journal of Research in Science Teaching

Spotlight on JRST paper
Pre-service teacher modeling engagement requires both content knowledge and knowledge about modeling. Yet different modeling practices are affected differently by each.
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https://onlinelibrary.wiley.com/doi/10.1002/tea.70047

Spotlight on JRST paper
A mobile learning game advances students' scientific performance, narrows disparities and supports their science identity.
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https://onlinelibrary.wiley.com/doi/10.1002/tea.70046

Fresh off the press 📚

The new print issue of the Journal of Research in Science Teaching is here.

This double issue highlights the diversity of work in our field, bringing together a wide range of topics, approaches, and perspectives.

Take a look and see what stands out to you:
https://onlinelibrary.wiley.com/toc/10982736/2026/63/4-5?utm_source=facebook&utm_medium=social&utm_campaign=jrst_issue

It was a real pleasure meeting everyone who joined our JRST pre-conference workshop, “Behind the Editor’s Desk: Learning to Publish and Review for the Journal of Research in Science Teaching,” at the NARST Annual International Conference.

Despite the early hour, we had a full room, thoughtful engagement, and excellent questions throughout.

During the workshop, we explored what makes a strong JRST submission and what authors should include in their manuscripts. We then followed the revision process by working through an authentic submission, examining its strengths and challenges, and simulating the review process together. This opened up a broader discussion about how demanding (and sometimes exhausting) peer review can be, as well as how, through the collaboration of dedicated reviewers and editors, manuscripts develop into strong papers.

On behalf of the editorial team—Matt, Dana, Edna (Editors), Elif (Managing Editor), and Gur Arie Livni Alcasid (Editorial Assistant)—thank you to our Associate Editors who contributed to the workshop: Miray Tekkumru-Kisa, Heidi Cian, and Wonyong Park.

We're already planning a similar online workshop to make this project more accessible to more authors and reviewers. Feel free to reach out if this is something you would find valuable.

Classroom mechanistic reasoning is often framed as the process of unpacking "black boxes". But scientific explanations also depend on cleverly deciding what remains hidden in those boxes.

New JRST paper discusses “black-box pedagogy”: making explanatory gaps explicit in biology instruction. Findings show that students can use black boxes not only to explore deeper mechanisms but also to reason about the quality, relevance, and scope of explanations.

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Journal of Research in Science Teaching | NARST Science Education Journal | Wiley Online Library Mechanistic reasoning is a powerful and vital approach for science students to explain scientific phenomena. Current research on students' mechanistic reasoning aims to enhance unpacking, that is, th...

Augmented reality is often seen as a game-changer for science education. But what makes it effective?

A new JRST study finds that while AR enhances self-efficacy and communication, its impact depends strongly on teacher support. Emotional support plays a central role, while technical guidance helps students connect learning to real-world contexts.

The implication is clear: technology alone is not enough—its educational value is co-constructed through teaching.
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Journal of Research in Science Teaching | NARST Science Education Journal | Wiley Online Library Augmented reality (AR) is increasingly integrated into science education, yet the role of teacher support in fostering students' self-efficacy within AR-based inquiry learning remains underexplored. ...

Growth mindset is often treated as a solution in science education. But what happens when students start getting grades?

A new JRST study shows:
• Mindsets shift toward more fixed beliefs over time
• Low, yet common, grades reduce confidence
• Women are much more likely to lose confidence after the same grades

Grades don’t just reflect learning—they actively shape how students see their potential.

🔗 https://onlinelibrary.wiley.com/doi/10.1002/tea.70054?utm_source=facebook&utm_medium=social&utm_campaign=jrst_article

Science classrooms don’t just teach content—they shape who gets to participate.

A new JRST study shows that moving beyond “supporting language” toward educational dignity means valuing students’ full ways of communicating and knowing.

Following two science teaching methods instructors and their teacher candidates, this paper shows how these ideas are taken up, and how tensions emerge around inclusiveness, justice-centered teaching, and the rigid expectations of traditional schooling.

🔗 Read more:
https://onlinelibrary.wiley.com/doi/10.1002/tea.70049?utm_source=facebook&utm_medium=social&utm_campaign=jrst_article

Is the challenge of science mistrust really about trust at all?

In their response to Tolbert, Allchin and Osborne argue that the problem may be misframed.

Rather than a crisis of trust in science, they point to a deeper issue:
Can people distinguish authentic science from its imitations in today’s media landscape?

Their commentary introduces the concept of “science-in-the-wild”—where misinformation does not come from science itself, but from actors who mimic its authority.

From democratizing science to developing Science Media Literacy.

👉 Read the commentary: https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.70050?utm_source=facebook&utm_medium=social&utm_campaign=commentry
(Image created using Gemini AI)